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Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course(†)
Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology c...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society of Microbiology
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4004747/ https://www.ncbi.nlm.nih.gov/pubmed/24839509 http://dx.doi.org/10.1128/jmbe.v15i1.629 |
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author | Hill, Kendra M. Brözel, Volker S. Heiberger, Greg A. |
author_facet | Hill, Kendra M. Brözel, Volker S. Heiberger, Greg A. |
author_sort | Hill, Kendra M. |
collection | PubMed |
description | Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154) or face to face (Group 2: N = 152). Previously validated pre- and post- surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05). Pre- and post- survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively) and reading comprehension (p < 0.001 for both groups). When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885). For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381); however, differences in pre- and post- test scores were measured (pre- p = 0.005, post- p = 0.038). This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction. |
format | Online Article Text |
id | pubmed-4004747 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | American Society of Microbiology |
record_format | MEDLINE/PubMed |
spelling | pubmed-40047472014-05-17 Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course(†) Hill, Kendra M. Brözel, Volker S. Heiberger, Greg A. J Microbiol Biol Educ Research Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154) or face to face (Group 2: N = 152). Previously validated pre- and post- surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05). Pre- and post- survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively) and reading comprehension (p < 0.001 for both groups). When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885). For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381); however, differences in pre- and post- test scores were measured (pre- p = 0.005, post- p = 0.038). This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction. American Society of Microbiology 2014-05-01 /pmc/articles/PMC4004747/ /pubmed/24839509 http://dx.doi.org/10.1128/jmbe.v15i1.629 Text en ©2014 Author(s). Published by the American Society for Microbiology. This is an Open Access article distributed under the terms of the a Creative Commons Attribution – Noncommercial – Share Alike 3.0 Unported License (http://creativecommons.org/licenses/by-nc-sa/3.0/), which permits unrestricted non-commercial use and distribution, provided the original work is properly cited. |
spellingShingle | Research Hill, Kendra M. Brözel, Volker S. Heiberger, Greg A. Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course(†) |
title | Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course(†) |
title_full | Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course(†) |
title_fullStr | Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course(†) |
title_full_unstemmed | Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course(†) |
title_short | Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course(†) |
title_sort | examining the delivery modes of metacognitive awareness and active reading lessons in a college nonmajors introductory biology course(†) |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4004747/ https://www.ncbi.nlm.nih.gov/pubmed/24839509 http://dx.doi.org/10.1128/jmbe.v15i1.629 |
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